Gjesme T
J Psychol. 1982 Mar;110(2d Half):171-89. doi: 10.1080/00223980.1982.9915338.
The influence of the achievement motives, the future time orientation (FTO), the level of ability, sex of S, and perceived intrinsic instrumentality of school activity (PiI) were considered in relation to manifested test anxiety (i.e., state anxiety) at school. The analyses of results, based on data from 507 pupils in the sixth grade in elementary school showed that the achievement motives and the individual's FTO played the major roles, with success-oriented pupils having lower test anxiety than failure-oriented pupils, and high FTO pupils lower test anxiety than low FTO pupils. Ability was negatively related to test anxiety, and girls had higher test anxiety than boys. The PiI revealed no main effect on test anxiety. However, its significant interaction with the other variables indicated that the influence of the personality factors on test anxiety was most pronounced under high PiI condition. A number of interactions between the variables indicated that they had a complex relation to manifested test anxiety at school.
研究考察了成就动机、未来时间取向（FTO）、能力水平、学生性别以及学校活动的感知内在工具性（PiI）与在学校表现出的考试焦虑（即状态焦虑）之间的关系。基于对507名小学六年级学生的数据进行的结果分析表明，成就动机和个体的FTO起主要作用，以成功为导向的学生比以失败为导向的学生考试焦虑更低，高FTO的学生比低FTO的学生考试焦虑更低。能力与考试焦虑呈负相关，女孩比男孩有更高的考试焦虑。PiI对考试焦虑没有主效应。然而，它与其他变量的显著交互作用表明，在高PiI条件下，人格因素对考试焦虑的影响最为明显。变量之间的一些交互作用表明，它们与在学校表现出的考试焦虑有着复杂的关系。
